THE IMPLEMENTATION OF VIDEO LEARNING TO IMPROVE SPEAKING ABILITY | Saleng | ELTS JOURNAL 3050 9389 1 PB
THE IMPLEMENTATION OF VIDEO LEARNING
TO IMPROVE SPEAKING ABILITY
Moh. Saleng AS1, Konder Manurung2, Darmawan3
Abstract
The objective of this research was to prove whether or not the implementation of
video learning can improve the students‟ speaking ability. This research was
carried out on January 21th 2014 up to February 22nd 2014 at SMP Negeri Satu
Atap Lik Layana Indah. This research applied a pre-experimental research
design. The research population was 33 grade seven students of SMP Negeri
Satu Atap Lik Layana Indah. The sample of this research was selected by using
total sampling technique. The instrument of data collection was test which was
distributed to the students twice as pre-test and post-test. The researcher used a
statistical analysis to analyze the data. The data were analyzed statistically in
order to measure the difference in the achievement of the students in pre-test and
post-test. The results of pre-test was 57.15 and post-test was 69.60. (The t-test
value 5.117). Consulting to the t-table value by applying the degree freedom (df)
32, and 0.05 level of significance, the researcher found that the value of t-table
was 1.697, the result of the data analysis showed that the hypothesis was
accepted by regarding to the analysis that t-test value was higher than the t-table
value. It means that the implementation of video learning is effective to improve
the students‟ speaking ability at SMP Negeri Satu Atap Lik Layana Indah Palu.
Keywords: Implementation. Video Learning, and Speaking ability.
INTRODUCTION
Language is one of important communication tools in human life. A language is
considered as a system of communicating with other people using sounds, symbols and
words in expressing meaning, idea or thought. This language can be used in many forms,
primarily through oral and written communications as well as using expressions through
body language. Without language, people cannot make conversation and understand with
each other.
English is one of the international languages that is important to be mastered in
globalization era. It is widely known that there are four skills that one has to master in order
to communicate in English. Those skills are reading, writing, listening and speaking.
1 Prodi
Pendidikan Bahasa Inggris FKIP Universitas Tadulako – email:
2 Email:
3 Email:
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The demands to comprehend good English skills have been triggered by the needs of
companies. To meet those demands, the government puts English as one of the main local
contents in the curriculum for high school.
Teachers keep on teaching speaking just as drilling repetition or just recalling of
dialogue. Unluckily, the context of “when” and “where” are sometimes neglected Kayi
(2006:1). Thus, the students might have a good pronunciation and numerous vocabularies
but only few of them who are able to use it appropriately. It is widely known that speaking
is a productive skill that needs input before it is produced. Lack of knowledge about the
context, however, can lead the students to misuse the input they received earlier.
Based on the interview that was done by the researcher with the English teacher of
SMP Negeri Satu Atap Lik Layana Indah Palu, the teaching learning process cannot run
well because of some problems. One of them was that the students still had insufficient
vocabulary. When speaking English, some of the students felt unfree to express what they
want to say. When trying to write something in English, they also still uneasily expressed
what they want to write.
The teacher has done many efforts to solve those problems but, most of them have not
been effective. The teacher sometimes tells the students to learn words which are not
contextual. The teacher finds it difficult to teach vocabulary. This is caused by the method
applied by the teacher still seems traditional. She often instructs the students to memorize
words without looking at the context. It makes the students get difficulty to remember the
words longer and the students get problem to use speak the target language.
Nunan and Carter (2001:21) argue, one of the measurements in successful English
speaking ability is to carry out conversation in English language itself. So that, the main
objective to teach speaking is to increase the students‟ ability to speak in the target
language. Because of that reason, this study emphasizes on teaching technique to improve
young learners‟ speaking skill. Therefore, teaching media, in this case video learning are
selected base on same criteria such as language factor, video content, and video production.
Young learners need to enjoy the initial English language learning. Speaking can be
taught in several techniques, such as discussions, role plays, simulations, information gaps,
storytelling, narrating and describing pictures, and also watching videos. With those
techniques, students will have numerous exposures in the target language.
As stated above, watching video is one of the techniques to teach speaking. It can
instantly teach young learners to speak if the video are rich with vocabularies, language
chunks and contextual usage. Hence, watching video is expected to enhance students‟
speaking ability. It is supported by several parents‟ experience that have children who are
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able to speak English very well from watching English video of movies. It happens in a
subconscious way where the children watch the movies or videos as they want every day
without time limitation as in classroom.
Whether the similar phenomenon would happen in classroom context or not is going to
be investigated in this study. The different factor between classroom and home context was
separated by the time limitation and the availability of the video sources. Students who
acquired the second language at home can watch the video anytime they want, while in the
classroom; they only can enjoy the video for less than an hour, for two days a week.
Based on the problems above, this study is proposed with an intention to investigate
“The Implementation of Video Learning to improve Grade Seven Students Speaking Ability
at SMP Negeri Satu Atap Lik Layana Indah Palu”. It is proved that the implementation of
video learning can improve the grade seven students‟ speaking ability at SMP Negeri Satu
Atap Lik Layana Indah Palu.
METHODOLOGY
In conducting this research, the researcher used Experimental research. Specifically,
this research used pre-experimental research. Based on the real situation at SMPN Satu Atap
Lik Layana Indah, there was no parallel class in the seventh grade, the researcher employed
pre-test and post-test design as proposed by Arikunto (2006:85) the design was:
Pre-test
01
Where:
01
X
02
Treatment
X
Post-test
02
: pre-test
: treatment
: post-test
The population of this research was the first year students of SMP Negeri Satu Atap Lik
Layana Indah consisting of 33 students. The population became the total sampling of this
research. Based on the title, there were two variables of this research. Arikunto (2006:97)
defines, “All experiments have one fundamental idea behind them: to test the effect of one
or more independent variables on a dependent variable. It is possible to have more than one
dependent variable in experiments”. Referring to Arikunto‟s statement, the dependent
variable was speaking ability and the independent variable was the video learning.
In this research, the researcher scored three components, such as fluency, accuracy, and
comprehensibility. The each maximum scores was used different: fluency was 30, accuracy
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was 35, and comprehensibility was 35. This counting was taken from the scoring system of
the test by Depdikbud (see table 3.1).
Table 1
The scoring system of the test
No
Achievement of Fluency (30) Accuracy
(35) and Comprehensibility (35)
Total Score
Category
1
90-100
96-100
Excellent
2
72-89
86-95
Very Good
3
54-71
76-85
Good
4
36-53
66-75
Fair Good
5
18-35
56-65
Fair
6
6-17
36-55
Poor
(Depdikbud 1996)
Then, the researcher applied the rating scoring of fluency, accuracy and comprehensibility
for speaking skill to analyze the level of students‟ ability in speaking as follows:
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Table 2
The rating score of fluency, accuracy and comprehensibility
Rating
Fluency
Accuracy
Comprehensibility
6 (35)
Speaks without to feat an
effort with wide range of
expression. Search for
word occasionally but
only
one
or
two
unnatural pauses.
Pronunciation is only
very
slightly
in,
influenced
by
the
mother-tongue. Two or
three
minor
grammatical
and
lexical error
Easy for the listener to
understand
the
speaker‟s
intention
and
general
meaning.
Very
view
interruption or clarification.
5.(30)
Has to make an effort
with at times to search
for words. Nevertheless,
smooth delivery and only
view unnatural pauses.
Pronunciation
is
slightly influenced by
the mother tongue. A
few minor grammatical
and lexical errors but
most utterances are
correct.
The speaker‟s intention and
general meaning are fairly
clear. A few interruptions by
the listener for the sake of
clarification are necessary.
4 (24)
Although he has to make
an effort and search for
words, there are not too
many unnatural pauses.
Fairly smooth delivery.
Mostly,
occasionally
fragmentary but success
in conveying the general
meaning. Fair range of
expression.
Pronunciation is still
moderately influenced
by the mother tongue
but
no
serious
phonological errors. A
few grammatical and
lexical errors but only
one or two major errors
cousing confusion.
Most of what the speaker‟s
says is easy to follow. His
intention is always clear but
several
interruptions
are
necessary to help him to
convey or to seek clarification.
3 (18)
Has to make an effort for
much of times. Has to
search for the desired
meaning. Rather halting
delivery and fragmentary.
Range of expression.
Pronunciation
is
influenced
by
the
mother tongue but only
a
few
serious
phonologycal errors.
Several
grammatical
lexical errors, some of
which cause confusion.
The listener can understand a
lot of what is said, but he must
constantly seek clarification.
Cannot understand many of
the speaker‟s more complex or
longer sentences.
2 (12)
Long pauses while he
searches for the desired
meaning.
Frequently
fragmentary and halting
delivery. Almost gives up
making the effort at
times. Limited range of
expression.
Pronunciation seriously
influenced
by
the
mother tongue with
errors
cousing
a
breakdown
in
communication many
„basic‟
grammatical
and lexical errors.
Only small bits (usually short
sentence and phrases) can be
understood and then with the
considerable
effort
by
someone who is used to
listening the speaker.
1 (16)
Full
of
long
and
unnatural pause. Very
halting and fragmentary
delivery. At times give up
making effort. Very
limited
range
of
expression.
Serious pronunciation
errors as well as many
„basic‟
grammatical
and lexical errors. No
evidence of having
mastered any of a
language skill an areas
practiced in the course.
Hardly anything of what is
said can be understood. Even
when the listener make a great
effort of interrupts, the
speaker is unable to clarify
anything he seems to have
said.
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Adopted from Heaton (1988:100)
According to Heaton that there were 3 scoring systems. The researcher measured all
of components, fluency, accuracy, and comprehensibility for junior high school students.
Since the scoring system applied in SMP Negeri Lik. Satu Atap Layana Indah Palu started
from 10-100, the researcher tried to convert an adjust the Heaton‟s scoring system to meet
the school scoring system. It was presented as follows;
1.
2.
3.
4.
5.
6.
Rating 6 = 95-100
Rating 5 = 90-94
Rating 4 = 80-89
Rating 3 = 70-79
Rating 2 = 40-69
Rating 1 = 10-39
(Adapted from SMP Negeri Lik. Satu Atap Layana Indah Palu, 2013)
After giving the pre-test, the researcher gave the treatment by using video learning
as a medium to the grade seven students class for eight meetings. The meeting was held
based on school schedule and each meeting took 80 minutes or 2x40 minutes. After
conducting the experimental teaching (treatment), the next step that should be done by the
researcher was giving the post-test. The aim of doing post-test was to prove that the
treatment was effective or not by comparing the result of pre-test and post-test. The test has
the same form as the test in pre-test which means the instruction was alike, but the question
was different. To analyze the result of both pre-test and post-test, the researcher used
statistical analysis in order to get the final result. As stated above, the researcher analyzed
the data by using statistical analysis. It was used to know the result of pre-test and post-test.
Then, the researcher calculated the individual score by using formula which was
recommended by Arikunto (2006:308):
∑
Where:
∑
= standard score
X
= total score
N
= maximum score
100
= constant score
After obtaining their standard score, the researcher counted the mean score of the
class. To get the mean score, the researcher added all scores and divided the sum by the
number of scores. To compute this, the researcher used the formula proposed by Arikunto
(2006:306) as follows:
e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 3 2014 – ISSN 2331-1841
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M=
Where:
M
= average score
�
= the sum of the scores
N
= number of students
Finally, the researcher computed the result of the mean score and square deviation
to know if there was a significant difference in the results of pre-test and post-test using the
formula proposed by Hadi (1995:455) as follow:
t=
√
�
�
� �−
Where:
t
= the value of t-count
Md
= the mean deviation of pretest-posttest difference (posttest-pretest)
∑d2
= the sum of square deviation
N
= number of the subject
I
= constant number
FINDINGS
Having noted the pre-test score, the researcher counted the mean score of the students
by applying formula which was proposed previously. The mean computation was as
follows:
Mpre=
��
M=
M= 57.15
The representation of test result can be seen in the following table:
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Table 3
The result of students’ pre-test
No
Initial
Name
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
ADP
AS
ACL
B
DS
DP
DF
FE
FI
H
IL
KR
MAS
MF
MNS
MR
NA
NR
NY
N
RT
RFD
SF
S
SS
SY
U
WA
WY
W
Y
YY
Z
Fluency
(30)
17
19
20
21
18
20
19
18
18
23
18
19
18
20
19
20
19
19
18
20
21
19
20
22
21
18
19
20
19
20
20
19
23
Score Components
Accuracy Comprehensibility
(35)
(35)
20
20
20
21
22
20
10
22
12
21
18
23
10
21
16
22
11
24
20
23
19
24
17
24
12
20
10
22
15
20
12
20
17
21
17
20
17
21
11
21
16
23
19
20
15
21
15
21
10
20
19
24
20
24
16
21
17
20
13
21
17
29
16
27
16
25
Total
Gained
Score
(100)
57
60
62
53
51
61
50
56
53
66
61
60
50
52
54
52
57
56
56
53
60
58
56
58
51
61
63
57
56
54
66
62
64
Standard
Score
�
∑
x
�
57
60
62
53
51
61
50
56
53
66
61
60
50
52
54
52
57
56
56
53
60
58
56
58
51
61
63
57
56
54
66
62
64
1886
By looking at the above result, the researcher found that the result of pre-test was
surprising because none of the students got the maximum score. The highest score was 66
which were gotten by two students and the lowest score was 50 which were gotten by two
students in that class. The mean score of pre-test was 57.15. From the score which was got
by the students, it can be concluded that the ability of the grade seven students of SMP
Negeri Satu Atap Lik Layana Indah Palu in speaking abilitity was very poor.
After giving the treatment, the researcher administered test to the students. This test
was called post-test. The post-test was conducted on February 22nd, 2014. After computing
the mean score of the students‟ post-test, the researcher totaled the students mean score in
post-test. The formula used was the same as in pre-test.
e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 3 2014 – ISSN 2331-1841
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Mpost =
��
97
M
=
M
= 69.60
The result of the computation of post-test obviously showed that there was a
progress which show difference between the students‟ mean score in pre-test and in posttest. The students‟ mean score at post-test was 69.60 and the students mean score at pre-test
was 57.15. The result presentation of the test can be seen in the following table:
Table 4
The result of students’ post-test
N
o
Initial
Name
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
ADP
AS
ACL
B
DS
DP
DF
FE
FI
H
IL
KR
MAS
MF
MNS
MR
NA
NR
NY
N
RT
RFD
SF
S
SS
SY
U
WA
WY
W
Y
YY
Z
Fluency
(30)
17
17
22
21
22
22
20
20
20
23
18
19
19
29
19
22
18
23
19
25
20
22
20
22
21
19
19
20
19
20
20
19
25
Score Components
Accuracy
Comprehensibility
(35)
(35)
20
30
20
31
22
30
10
32
14
31
19
27
20
26
19
32
21
27
25
33
19
26
20
24
19
25
20
28
25
28
22
28
22
26
23
30
20
28
21
31
23
33
19
25
22
25
21
28
20
25
21
30
20
29
19
25
25
32
23
31
19
33
19
30
20
25
Total
Gained
Score
(100)
67
68
74
63
67
68
66
71
68
81
63
63
63
77
72
72
66
76
67
77
76
66
67
71
66
70
68
64
76
74
72
68
70
Standard
Score
�
x
∑
�
67
68
74
63
67
68
66
71
68
81
63
63
63
77
72
72
66
76
67
77
76
66
67
71
66
70
68
64
76
74
72
68
70
2297
It proved that the students‟ achievement in the post-test or after treatment was
improved. In other words, video learning was effective in teaching speaking ability to the
students.
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After calculating the mean score of the students pre-test and post-test, the researcher
computed the deviation and square deviation of the students score in pre-test and post-test.
The result was presented on the table below:
Table 5
Deviation score on pre-test and post-test
No
Initial Name
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
ADP
AS
ACL
B
DS
DP
DF
FE
FI
H
IL
KR
MAS
MF
MNS
MR
NA
NR
NY
N
RT
RFD
SF
S
SS
SY
U
WA
WY
W
Y
YY
Z
Standar Score
Pre-test
Post-test
(x)
(y)
57
67
60
68
62
74
53
63
51
67
61
68
50
66
56
71
53
68
66
81
61
63
60
63
50
63
52
77
54
72
52
72
57
66
56
76
56
67
53
77
60
76
58
66
56
67
58
71
51
66
61
70
63
68
57
64
56
76
54
74
66
72
62
68
64
70
∑x =1886
∑x =2297
Deviation(D)
(Y – X)
10
8
12
10
16
7
16
15
15
15
2
3
13
25
18
20
9
20
11
24
16
8
11
13
15
9
5
7
20
20
6
6
6
∑y - x =411
Score
Deviation
(d2)
100
64
144
100
256
49
256
225
225
225
4
9
169
625
324
400
81
400
121
576
256
64
121
169
225
81
25
49
400
400
36
36
36
2
∑d =6251
Before continuing the t-test, the researcher firstly needed to find both the mean X and
Y in table 5 it is seen as follows:
The mean X:
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∑x=
N
M =
1886 = 57.15
33
The mean Y:
∑y = 2297 =69.60
N
33
After computing the deviation score, the researcher employed the test formula as follows:
M =
t
Md
=
√
�
�
� �−
= 12.45
t
.
=
=
√
√
.
−
.
=
= ∑y - ∑x
= 69.60 – 57.15
t
t
√
.
t
=
t
=
t
= 5.117 (t counted value)
√ .
.
.
DISCUSSION
Related to the result of students' pre-test, only two of the students passed the test. The
standard score at SMP Negeri Satu Atap Lik Layana Indah Palu was 65. Meanwhile, the
highest score in pre-test was 66 which were gotten by two students. It shows that there were
some students who passed the test. The percentage of students who got lower score than 65
was 98%.
After conducting the treatment, the researcher gave post-test, he found that students
already understood how to pronounce and spell the English word correctly. The students
also were improved of their speaking ability which is consisted of fluency, accuracy and
comprehensibility. In post-test, there was 1 student who got highest scores 81 and there
were 4 students who got the lowest score 63. The percentage of students who got lower
score than 65 was 4%. In other words, students‟ score was increased from the pre-test to the
post-test.
Referring to the obtained score, it could be seen that most of the students got low
score in their accuracy 51.5%, fluency 24.5%, and comprehensibility 22%. Incidentally, the
researcher compared the result of the pre-test with the standard score of the school which
was 65%. Indeed, it can be said that the students‟ speaking ability was very poor.
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After knowing the result of the pre-test, the objective of this research was to improve
the speaking ability of the grade sevent students of SMPN Satu Atap Lik Layana Indah Palu
through implementing video learning technique. Consequently, the researcher conducted the
teaching speaking which focused on fluency, accuracy and comprehensibility.
. The result of the post-test was different from the result of the pre-test. It can be
described by using the percentage. The students who made many mistakes in their accuracy
were decreased from 51.5% to 15%, their fluency were decrease from 24.5% to 13.5%, and
their comprehensibility were descreased from 22% to 5% in pre-test. Therefore, the result
verified that implementing video learning technique could improve the students‟ speaking
ability at SMPN Satu Layana Lik Indah Palu.
The researcher asked the students to identify the difficult words in order to help
students to understand the materials. This procedure could encourage the students to be
independent learners. In fact, by applying watching video learning, the students tended to
participate actively, and they also had greater independence and more chance to discuss
with their friends either in their group or others. This fact convinced the researcher that the
implementation of video in learning process can stimulate the students to be active and
cooperative person. As the researcher had observed the students‟ response, the students who
were involved as a pairs could help each other. In responding the students‟ answer, the
researcher always gave appreciation in order to encourage them to participate actively
without being guilty.
There are some differences between previous studied and the current one. Firstly, both
previous researchers used audio, video, recording, (AVR). In constrast, the current
researcher used video only. Then, these previous researchers took students Universitas
Pendidikan Ganesha Singaraja Bali as sample. On the other hand, the current researcher
took seventh grade students of SMP Negeri Satu Atap Lik Layana Indah as his sample of
research.
Using video learning could improve students‟ speaking skill because these medium is
interesting. Through video learning, the students got fun and enjoyable learning. In addition,
the students were motivated in this way.
In other word, the successfulness of video learning in helping students to improve
their speaking skills could be understood because this medium helps the students to have
much exposure to the target language.
By comparing the result of pre-test and post-test, the researcher concluded that the use
of video learning in teaching speaking ability was effective because there was a progress or
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improvement in students' score. There was also a significant progress by comparing the
result of t-test counted with t-table.
CONCLUSION AND SUGGESTIONS
After discussing and analyzing the data in the previous chapter, the researcher finally
draws conclusion as follows:
The result of data analysis showed that the t-counted was higher than the t-table. By looking
at the result, it can be said that there was a significant improvement in student achievement.
It means that the implementation of video learning can improve the ability of the seventh
grade students‟ speaking ability at SMP Negeri Satu Atap Lik Layana Indah Palu. Thus, it
can be concluded that the research question or problem statement was answered because the
technique which was used by the researcher is effective.
The implementation of videos learning in teaching speaking ability can be said
effective because there was a progress between the pre-test scores and the post-test scores.
Moreover, it can be concluded that the application of appropriate approach, technique and
strategy in teaching can achieve the objective of teaching effectively.
After discussing the findings of the research, the researcher gave suggestions below:
First, The students must be motivated to improve their knowledge on speaking ability
appropriately. Since the researcher obtained that there were some students who had low
motivation, less self-confidence, and interest in attending the class from meeting to meeting.
Therefore, further research should be carried out to investigate effective way to enable low
motivation and interest to improve their speaking ability.
Second, The teacher must try to have more ability or knowledge in the process of
teaching and learning so that the students become more familiar with English Language
especially speaking ability through video learning.
Third, The institution must prepare facilities for teacher in order the teaching and
learning activity can run well. If the teaching learning activity can run well, the quality of
outcomes becomes better in the future.
Finally, The Headmaster should avoid large number of students in the classroom in
order to create effective learning.
e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 3 2014 – ISSN 2331-1841
Page 13
REFERENCES
Arikunto, S. (2006). Prosedur penelitian suatu pendekatan praktek (Edisi Revisi VI).
Jakarta: PT Rineke Cipta
Depdikbud, (1996). Scores Category. Jakarta: Dikti.
Hadi, S. (1995). Metodologi Research. Yogyakarta: Yayasan Penerbitan Fakultas Psikologi
Univesrtitas Gajah Mada.
Heaton, J. B. (1988). Asfect of speaking ability. . New york: oxford university press.
Kayi, L. (2006). The nature of language in use. Bandung. Tritustra
Nunan, D., & Carter, R. (Eds.). (2001). The Cambridge guide to teaching English to
speakers of other languages . Cambridge: Cambridge University Press.
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Page 14
TO IMPROVE SPEAKING ABILITY
Moh. Saleng AS1, Konder Manurung2, Darmawan3
Abstract
The objective of this research was to prove whether or not the implementation of
video learning can improve the students‟ speaking ability. This research was
carried out on January 21th 2014 up to February 22nd 2014 at SMP Negeri Satu
Atap Lik Layana Indah. This research applied a pre-experimental research
design. The research population was 33 grade seven students of SMP Negeri
Satu Atap Lik Layana Indah. The sample of this research was selected by using
total sampling technique. The instrument of data collection was test which was
distributed to the students twice as pre-test and post-test. The researcher used a
statistical analysis to analyze the data. The data were analyzed statistically in
order to measure the difference in the achievement of the students in pre-test and
post-test. The results of pre-test was 57.15 and post-test was 69.60. (The t-test
value 5.117). Consulting to the t-table value by applying the degree freedom (df)
32, and 0.05 level of significance, the researcher found that the value of t-table
was 1.697, the result of the data analysis showed that the hypothesis was
accepted by regarding to the analysis that t-test value was higher than the t-table
value. It means that the implementation of video learning is effective to improve
the students‟ speaking ability at SMP Negeri Satu Atap Lik Layana Indah Palu.
Keywords: Implementation. Video Learning, and Speaking ability.
INTRODUCTION
Language is one of important communication tools in human life. A language is
considered as a system of communicating with other people using sounds, symbols and
words in expressing meaning, idea or thought. This language can be used in many forms,
primarily through oral and written communications as well as using expressions through
body language. Without language, people cannot make conversation and understand with
each other.
English is one of the international languages that is important to be mastered in
globalization era. It is widely known that there are four skills that one has to master in order
to communicate in English. Those skills are reading, writing, listening and speaking.
1 Prodi
Pendidikan Bahasa Inggris FKIP Universitas Tadulako – email:
2 Email:
3 Email:
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Page 1
The demands to comprehend good English skills have been triggered by the needs of
companies. To meet those demands, the government puts English as one of the main local
contents in the curriculum for high school.
Teachers keep on teaching speaking just as drilling repetition or just recalling of
dialogue. Unluckily, the context of “when” and “where” are sometimes neglected Kayi
(2006:1). Thus, the students might have a good pronunciation and numerous vocabularies
but only few of them who are able to use it appropriately. It is widely known that speaking
is a productive skill that needs input before it is produced. Lack of knowledge about the
context, however, can lead the students to misuse the input they received earlier.
Based on the interview that was done by the researcher with the English teacher of
SMP Negeri Satu Atap Lik Layana Indah Palu, the teaching learning process cannot run
well because of some problems. One of them was that the students still had insufficient
vocabulary. When speaking English, some of the students felt unfree to express what they
want to say. When trying to write something in English, they also still uneasily expressed
what they want to write.
The teacher has done many efforts to solve those problems but, most of them have not
been effective. The teacher sometimes tells the students to learn words which are not
contextual. The teacher finds it difficult to teach vocabulary. This is caused by the method
applied by the teacher still seems traditional. She often instructs the students to memorize
words without looking at the context. It makes the students get difficulty to remember the
words longer and the students get problem to use speak the target language.
Nunan and Carter (2001:21) argue, one of the measurements in successful English
speaking ability is to carry out conversation in English language itself. So that, the main
objective to teach speaking is to increase the students‟ ability to speak in the target
language. Because of that reason, this study emphasizes on teaching technique to improve
young learners‟ speaking skill. Therefore, teaching media, in this case video learning are
selected base on same criteria such as language factor, video content, and video production.
Young learners need to enjoy the initial English language learning. Speaking can be
taught in several techniques, such as discussions, role plays, simulations, information gaps,
storytelling, narrating and describing pictures, and also watching videos. With those
techniques, students will have numerous exposures in the target language.
As stated above, watching video is one of the techniques to teach speaking. It can
instantly teach young learners to speak if the video are rich with vocabularies, language
chunks and contextual usage. Hence, watching video is expected to enhance students‟
speaking ability. It is supported by several parents‟ experience that have children who are
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Page 2
able to speak English very well from watching English video of movies. It happens in a
subconscious way where the children watch the movies or videos as they want every day
without time limitation as in classroom.
Whether the similar phenomenon would happen in classroom context or not is going to
be investigated in this study. The different factor between classroom and home context was
separated by the time limitation and the availability of the video sources. Students who
acquired the second language at home can watch the video anytime they want, while in the
classroom; they only can enjoy the video for less than an hour, for two days a week.
Based on the problems above, this study is proposed with an intention to investigate
“The Implementation of Video Learning to improve Grade Seven Students Speaking Ability
at SMP Negeri Satu Atap Lik Layana Indah Palu”. It is proved that the implementation of
video learning can improve the grade seven students‟ speaking ability at SMP Negeri Satu
Atap Lik Layana Indah Palu.
METHODOLOGY
In conducting this research, the researcher used Experimental research. Specifically,
this research used pre-experimental research. Based on the real situation at SMPN Satu Atap
Lik Layana Indah, there was no parallel class in the seventh grade, the researcher employed
pre-test and post-test design as proposed by Arikunto (2006:85) the design was:
Pre-test
01
Where:
01
X
02
Treatment
X
Post-test
02
: pre-test
: treatment
: post-test
The population of this research was the first year students of SMP Negeri Satu Atap Lik
Layana Indah consisting of 33 students. The population became the total sampling of this
research. Based on the title, there were two variables of this research. Arikunto (2006:97)
defines, “All experiments have one fundamental idea behind them: to test the effect of one
or more independent variables on a dependent variable. It is possible to have more than one
dependent variable in experiments”. Referring to Arikunto‟s statement, the dependent
variable was speaking ability and the independent variable was the video learning.
In this research, the researcher scored three components, such as fluency, accuracy, and
comprehensibility. The each maximum scores was used different: fluency was 30, accuracy
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Page 3
was 35, and comprehensibility was 35. This counting was taken from the scoring system of
the test by Depdikbud (see table 3.1).
Table 1
The scoring system of the test
No
Achievement of Fluency (30) Accuracy
(35) and Comprehensibility (35)
Total Score
Category
1
90-100
96-100
Excellent
2
72-89
86-95
Very Good
3
54-71
76-85
Good
4
36-53
66-75
Fair Good
5
18-35
56-65
Fair
6
6-17
36-55
Poor
(Depdikbud 1996)
Then, the researcher applied the rating scoring of fluency, accuracy and comprehensibility
for speaking skill to analyze the level of students‟ ability in speaking as follows:
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Table 2
The rating score of fluency, accuracy and comprehensibility
Rating
Fluency
Accuracy
Comprehensibility
6 (35)
Speaks without to feat an
effort with wide range of
expression. Search for
word occasionally but
only
one
or
two
unnatural pauses.
Pronunciation is only
very
slightly
in,
influenced
by
the
mother-tongue. Two or
three
minor
grammatical
and
lexical error
Easy for the listener to
understand
the
speaker‟s
intention
and
general
meaning.
Very
view
interruption or clarification.
5.(30)
Has to make an effort
with at times to search
for words. Nevertheless,
smooth delivery and only
view unnatural pauses.
Pronunciation
is
slightly influenced by
the mother tongue. A
few minor grammatical
and lexical errors but
most utterances are
correct.
The speaker‟s intention and
general meaning are fairly
clear. A few interruptions by
the listener for the sake of
clarification are necessary.
4 (24)
Although he has to make
an effort and search for
words, there are not too
many unnatural pauses.
Fairly smooth delivery.
Mostly,
occasionally
fragmentary but success
in conveying the general
meaning. Fair range of
expression.
Pronunciation is still
moderately influenced
by the mother tongue
but
no
serious
phonological errors. A
few grammatical and
lexical errors but only
one or two major errors
cousing confusion.
Most of what the speaker‟s
says is easy to follow. His
intention is always clear but
several
interruptions
are
necessary to help him to
convey or to seek clarification.
3 (18)
Has to make an effort for
much of times. Has to
search for the desired
meaning. Rather halting
delivery and fragmentary.
Range of expression.
Pronunciation
is
influenced
by
the
mother tongue but only
a
few
serious
phonologycal errors.
Several
grammatical
lexical errors, some of
which cause confusion.
The listener can understand a
lot of what is said, but he must
constantly seek clarification.
Cannot understand many of
the speaker‟s more complex or
longer sentences.
2 (12)
Long pauses while he
searches for the desired
meaning.
Frequently
fragmentary and halting
delivery. Almost gives up
making the effort at
times. Limited range of
expression.
Pronunciation seriously
influenced
by
the
mother tongue with
errors
cousing
a
breakdown
in
communication many
„basic‟
grammatical
and lexical errors.
Only small bits (usually short
sentence and phrases) can be
understood and then with the
considerable
effort
by
someone who is used to
listening the speaker.
1 (16)
Full
of
long
and
unnatural pause. Very
halting and fragmentary
delivery. At times give up
making effort. Very
limited
range
of
expression.
Serious pronunciation
errors as well as many
„basic‟
grammatical
and lexical errors. No
evidence of having
mastered any of a
language skill an areas
practiced in the course.
Hardly anything of what is
said can be understood. Even
when the listener make a great
effort of interrupts, the
speaker is unable to clarify
anything he seems to have
said.
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Adopted from Heaton (1988:100)
According to Heaton that there were 3 scoring systems. The researcher measured all
of components, fluency, accuracy, and comprehensibility for junior high school students.
Since the scoring system applied in SMP Negeri Lik. Satu Atap Layana Indah Palu started
from 10-100, the researcher tried to convert an adjust the Heaton‟s scoring system to meet
the school scoring system. It was presented as follows;
1.
2.
3.
4.
5.
6.
Rating 6 = 95-100
Rating 5 = 90-94
Rating 4 = 80-89
Rating 3 = 70-79
Rating 2 = 40-69
Rating 1 = 10-39
(Adapted from SMP Negeri Lik. Satu Atap Layana Indah Palu, 2013)
After giving the pre-test, the researcher gave the treatment by using video learning
as a medium to the grade seven students class for eight meetings. The meeting was held
based on school schedule and each meeting took 80 minutes or 2x40 minutes. After
conducting the experimental teaching (treatment), the next step that should be done by the
researcher was giving the post-test. The aim of doing post-test was to prove that the
treatment was effective or not by comparing the result of pre-test and post-test. The test has
the same form as the test in pre-test which means the instruction was alike, but the question
was different. To analyze the result of both pre-test and post-test, the researcher used
statistical analysis in order to get the final result. As stated above, the researcher analyzed
the data by using statistical analysis. It was used to know the result of pre-test and post-test.
Then, the researcher calculated the individual score by using formula which was
recommended by Arikunto (2006:308):
∑
Where:
∑
= standard score
X
= total score
N
= maximum score
100
= constant score
After obtaining their standard score, the researcher counted the mean score of the
class. To get the mean score, the researcher added all scores and divided the sum by the
number of scores. To compute this, the researcher used the formula proposed by Arikunto
(2006:306) as follows:
e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 3 2014 – ISSN 2331-1841
Page 6
M=
Where:
M
= average score
�
= the sum of the scores
N
= number of students
Finally, the researcher computed the result of the mean score and square deviation
to know if there was a significant difference in the results of pre-test and post-test using the
formula proposed by Hadi (1995:455) as follow:
t=
√
�
�
� �−
Where:
t
= the value of t-count
Md
= the mean deviation of pretest-posttest difference (posttest-pretest)
∑d2
= the sum of square deviation
N
= number of the subject
I
= constant number
FINDINGS
Having noted the pre-test score, the researcher counted the mean score of the students
by applying formula which was proposed previously. The mean computation was as
follows:
Mpre=
��
M=
M= 57.15
The representation of test result can be seen in the following table:
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Page 7
Table 3
The result of students’ pre-test
No
Initial
Name
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
ADP
AS
ACL
B
DS
DP
DF
FE
FI
H
IL
KR
MAS
MF
MNS
MR
NA
NR
NY
N
RT
RFD
SF
S
SS
SY
U
WA
WY
W
Y
YY
Z
Fluency
(30)
17
19
20
21
18
20
19
18
18
23
18
19
18
20
19
20
19
19
18
20
21
19
20
22
21
18
19
20
19
20
20
19
23
Score Components
Accuracy Comprehensibility
(35)
(35)
20
20
20
21
22
20
10
22
12
21
18
23
10
21
16
22
11
24
20
23
19
24
17
24
12
20
10
22
15
20
12
20
17
21
17
20
17
21
11
21
16
23
19
20
15
21
15
21
10
20
19
24
20
24
16
21
17
20
13
21
17
29
16
27
16
25
Total
Gained
Score
(100)
57
60
62
53
51
61
50
56
53
66
61
60
50
52
54
52
57
56
56
53
60
58
56
58
51
61
63
57
56
54
66
62
64
Standard
Score
�
∑
x
�
57
60
62
53
51
61
50
56
53
66
61
60
50
52
54
52
57
56
56
53
60
58
56
58
51
61
63
57
56
54
66
62
64
1886
By looking at the above result, the researcher found that the result of pre-test was
surprising because none of the students got the maximum score. The highest score was 66
which were gotten by two students and the lowest score was 50 which were gotten by two
students in that class. The mean score of pre-test was 57.15. From the score which was got
by the students, it can be concluded that the ability of the grade seven students of SMP
Negeri Satu Atap Lik Layana Indah Palu in speaking abilitity was very poor.
After giving the treatment, the researcher administered test to the students. This test
was called post-test. The post-test was conducted on February 22nd, 2014. After computing
the mean score of the students‟ post-test, the researcher totaled the students mean score in
post-test. The formula used was the same as in pre-test.
e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 3 2014 – ISSN 2331-1841
Page 8
Mpost =
��
97
M
=
M
= 69.60
The result of the computation of post-test obviously showed that there was a
progress which show difference between the students‟ mean score in pre-test and in posttest. The students‟ mean score at post-test was 69.60 and the students mean score at pre-test
was 57.15. The result presentation of the test can be seen in the following table:
Table 4
The result of students’ post-test
N
o
Initial
Name
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
ADP
AS
ACL
B
DS
DP
DF
FE
FI
H
IL
KR
MAS
MF
MNS
MR
NA
NR
NY
N
RT
RFD
SF
S
SS
SY
U
WA
WY
W
Y
YY
Z
Fluency
(30)
17
17
22
21
22
22
20
20
20
23
18
19
19
29
19
22
18
23
19
25
20
22
20
22
21
19
19
20
19
20
20
19
25
Score Components
Accuracy
Comprehensibility
(35)
(35)
20
30
20
31
22
30
10
32
14
31
19
27
20
26
19
32
21
27
25
33
19
26
20
24
19
25
20
28
25
28
22
28
22
26
23
30
20
28
21
31
23
33
19
25
22
25
21
28
20
25
21
30
20
29
19
25
25
32
23
31
19
33
19
30
20
25
Total
Gained
Score
(100)
67
68
74
63
67
68
66
71
68
81
63
63
63
77
72
72
66
76
67
77
76
66
67
71
66
70
68
64
76
74
72
68
70
Standard
Score
�
x
∑
�
67
68
74
63
67
68
66
71
68
81
63
63
63
77
72
72
66
76
67
77
76
66
67
71
66
70
68
64
76
74
72
68
70
2297
It proved that the students‟ achievement in the post-test or after treatment was
improved. In other words, video learning was effective in teaching speaking ability to the
students.
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Page 9
After calculating the mean score of the students pre-test and post-test, the researcher
computed the deviation and square deviation of the students score in pre-test and post-test.
The result was presented on the table below:
Table 5
Deviation score on pre-test and post-test
No
Initial Name
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
ADP
AS
ACL
B
DS
DP
DF
FE
FI
H
IL
KR
MAS
MF
MNS
MR
NA
NR
NY
N
RT
RFD
SF
S
SS
SY
U
WA
WY
W
Y
YY
Z
Standar Score
Pre-test
Post-test
(x)
(y)
57
67
60
68
62
74
53
63
51
67
61
68
50
66
56
71
53
68
66
81
61
63
60
63
50
63
52
77
54
72
52
72
57
66
56
76
56
67
53
77
60
76
58
66
56
67
58
71
51
66
61
70
63
68
57
64
56
76
54
74
66
72
62
68
64
70
∑x =1886
∑x =2297
Deviation(D)
(Y – X)
10
8
12
10
16
7
16
15
15
15
2
3
13
25
18
20
9
20
11
24
16
8
11
13
15
9
5
7
20
20
6
6
6
∑y - x =411
Score
Deviation
(d2)
100
64
144
100
256
49
256
225
225
225
4
9
169
625
324
400
81
400
121
576
256
64
121
169
225
81
25
49
400
400
36
36
36
2
∑d =6251
Before continuing the t-test, the researcher firstly needed to find both the mean X and
Y in table 5 it is seen as follows:
The mean X:
e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 3 2014 – ISSN 2331-1841
Page 10
∑x=
N
M =
1886 = 57.15
33
The mean Y:
∑y = 2297 =69.60
N
33
After computing the deviation score, the researcher employed the test formula as follows:
M =
t
Md
=
√
�
�
� �−
= 12.45
t
.
=
=
√
√
.
−
.
=
= ∑y - ∑x
= 69.60 – 57.15
t
t
√
.
t
=
t
=
t
= 5.117 (t counted value)
√ .
.
.
DISCUSSION
Related to the result of students' pre-test, only two of the students passed the test. The
standard score at SMP Negeri Satu Atap Lik Layana Indah Palu was 65. Meanwhile, the
highest score in pre-test was 66 which were gotten by two students. It shows that there were
some students who passed the test. The percentage of students who got lower score than 65
was 98%.
After conducting the treatment, the researcher gave post-test, he found that students
already understood how to pronounce and spell the English word correctly. The students
also were improved of their speaking ability which is consisted of fluency, accuracy and
comprehensibility. In post-test, there was 1 student who got highest scores 81 and there
were 4 students who got the lowest score 63. The percentage of students who got lower
score than 65 was 4%. In other words, students‟ score was increased from the pre-test to the
post-test.
Referring to the obtained score, it could be seen that most of the students got low
score in their accuracy 51.5%, fluency 24.5%, and comprehensibility 22%. Incidentally, the
researcher compared the result of the pre-test with the standard score of the school which
was 65%. Indeed, it can be said that the students‟ speaking ability was very poor.
e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 3 2014 – ISSN 2331-1841
Page 11
After knowing the result of the pre-test, the objective of this research was to improve
the speaking ability of the grade sevent students of SMPN Satu Atap Lik Layana Indah Palu
through implementing video learning technique. Consequently, the researcher conducted the
teaching speaking which focused on fluency, accuracy and comprehensibility.
. The result of the post-test was different from the result of the pre-test. It can be
described by using the percentage. The students who made many mistakes in their accuracy
were decreased from 51.5% to 15%, their fluency were decrease from 24.5% to 13.5%, and
their comprehensibility were descreased from 22% to 5% in pre-test. Therefore, the result
verified that implementing video learning technique could improve the students‟ speaking
ability at SMPN Satu Layana Lik Indah Palu.
The researcher asked the students to identify the difficult words in order to help
students to understand the materials. This procedure could encourage the students to be
independent learners. In fact, by applying watching video learning, the students tended to
participate actively, and they also had greater independence and more chance to discuss
with their friends either in their group or others. This fact convinced the researcher that the
implementation of video in learning process can stimulate the students to be active and
cooperative person. As the researcher had observed the students‟ response, the students who
were involved as a pairs could help each other. In responding the students‟ answer, the
researcher always gave appreciation in order to encourage them to participate actively
without being guilty.
There are some differences between previous studied and the current one. Firstly, both
previous researchers used audio, video, recording, (AVR). In constrast, the current
researcher used video only. Then, these previous researchers took students Universitas
Pendidikan Ganesha Singaraja Bali as sample. On the other hand, the current researcher
took seventh grade students of SMP Negeri Satu Atap Lik Layana Indah as his sample of
research.
Using video learning could improve students‟ speaking skill because these medium is
interesting. Through video learning, the students got fun and enjoyable learning. In addition,
the students were motivated in this way.
In other word, the successfulness of video learning in helping students to improve
their speaking skills could be understood because this medium helps the students to have
much exposure to the target language.
By comparing the result of pre-test and post-test, the researcher concluded that the use
of video learning in teaching speaking ability was effective because there was a progress or
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improvement in students' score. There was also a significant progress by comparing the
result of t-test counted with t-table.
CONCLUSION AND SUGGESTIONS
After discussing and analyzing the data in the previous chapter, the researcher finally
draws conclusion as follows:
The result of data analysis showed that the t-counted was higher than the t-table. By looking
at the result, it can be said that there was a significant improvement in student achievement.
It means that the implementation of video learning can improve the ability of the seventh
grade students‟ speaking ability at SMP Negeri Satu Atap Lik Layana Indah Palu. Thus, it
can be concluded that the research question or problem statement was answered because the
technique which was used by the researcher is effective.
The implementation of videos learning in teaching speaking ability can be said
effective because there was a progress between the pre-test scores and the post-test scores.
Moreover, it can be concluded that the application of appropriate approach, technique and
strategy in teaching can achieve the objective of teaching effectively.
After discussing the findings of the research, the researcher gave suggestions below:
First, The students must be motivated to improve their knowledge on speaking ability
appropriately. Since the researcher obtained that there were some students who had low
motivation, less self-confidence, and interest in attending the class from meeting to meeting.
Therefore, further research should be carried out to investigate effective way to enable low
motivation and interest to improve their speaking ability.
Second, The teacher must try to have more ability or knowledge in the process of
teaching and learning so that the students become more familiar with English Language
especially speaking ability through video learning.
Third, The institution must prepare facilities for teacher in order the teaching and
learning activity can run well. If the teaching learning activity can run well, the quality of
outcomes becomes better in the future.
Finally, The Headmaster should avoid large number of students in the classroom in
order to create effective learning.
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REFERENCES
Arikunto, S. (2006). Prosedur penelitian suatu pendekatan praktek (Edisi Revisi VI).
Jakarta: PT Rineke Cipta
Depdikbud, (1996). Scores Category. Jakarta: Dikti.
Hadi, S. (1995). Metodologi Research. Yogyakarta: Yayasan Penerbitan Fakultas Psikologi
Univesrtitas Gajah Mada.
Heaton, J. B. (1988). Asfect of speaking ability. . New york: oxford university press.
Kayi, L. (2006). The nature of language in use. Bandung. Tritustra
Nunan, D., & Carter, R. (Eds.). (2001). The Cambridge guide to teaching English to
speakers of other languages . Cambridge: Cambridge University Press.
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